Still on the Margins: Migration, English Language Learning, and Mental Health in Immigrant Psychiatric Patients

Eamer, Allyson; Fernando, Shanti; King, Alyson E.

doi:10.1080/15595692.2017.1289918

Cited by 5 publications

(7 citation statements)

References 19 publications

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“…In spite of their prior education, the fact that these participants had been in Canada between three and nineteen years, and that four of the five have been or were currently employed in Canada, which are usually facilitative factors for learning a second language, all of them were still struggling with learning English. Our research suggests that factors related to their mental illness had more impact in impeding their language learning than the factors that would normally be expected to facilitate language learning (Eamer, Fernando, & King, 2017). Although there is little research on the educational needs of English Language Learners living with mental illness, our findings suggest that SEd programmes for English Language Learners will be increasingly important with the rising number of refugees and immigrants to Canada to ensure their integration into the social and economic fabric of Canadian communities.…”

Section: Discontinuity In Learning Careers: Dealing With Mental Illness and Its Stigmamentioning

confidence: 71%

“…Such community offers a platform for consumers to learn and practice their social and independent living skills and to procure support and assurance in the face of social rejection (Wong et al, 2006). Additionally, for immigrants with mental illness, that community integration positively impacts their ability to learn English (Eamer, Fernando, & King, 2017). Our interviews indicate that these elements are present in the supported education programme we examined, as was discussed above, and would be elements of most such programmes.…”

Section: Continuity Through Supported Education: Developing Confidence and Independencementioning

confidence: 78%

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Education Interrupted

Fernando¹,

King²

2018

Continuity and Discontinuity in Learning Careers

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Section: Discontinuity In Learning Careers: Dealing With Mental Illness and Its Stigmamentioning

confidence: 71%

Section: Continuity Through Supported Education: Developing Confidence and Independencementioning

confidence: 78%

Education Interrupted

Fernando¹,

King²

2018

Continuity and Discontinuity in Learning Careers

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“…Moreover, many Black immigrants find that some mental health providers are not culturally competent to understand the various ways culture informs manifestations of mental illness (Venters & Gany, 2011). Westernized conceptualizations of mental health often inherently minimize culturally informed beliefs Black immigrants may have about their own experience with mental distress (Eamer et al, 2017). Thus, the language used by practitioners to explicate and treat mental distress may be confusing and frustrating to Black immigrants, regardless of English proficiency (Wafula & Snipes, 2014).…”

Section: Discrimination and Disparitiesmentioning

confidence: 99%

Racial stress and racialized violence among Black immigrants in the United States.

Meyer¹,

McKenny²,

Liddell-Quintyn³

et al. 2021

Trauma and Racial Minority Immigrants: Turmoil, Uncertainty, and Resistance.

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H istorically, immigrants to the United States have experienced social hostility on the basis of race and ethnicity, and this xenophobia continues to persist for many groups in the current political and sociocultural atmosphere (Dominguez et al., 2009;Gee & Ford, 2011). Among the various current immigrant groups that experience these inequitable systems, Black immigrants are particularly understudied. The stress of immigration and acculturation to the United States, compounded by traumatic experiences of racism and discrimination, may lead to racial stress and trauma among Black immigrants. These experiences with racial stress and trauma threaten the health and well-being of this group (Kirmayer et al., 2011). This chapter begins with an overview of the diversity within the Black immigrant population. It then explores various forms of discrimination Black immigrants face upon adjusting to life in the United States and the disparities that systemic racism and discrimination create. The consequences of this continual exposure to racism-racial stress and racialized violence-are summarized. The chapter concludes with a model to better conceptualize racial stress and trauma as experienced by Black immigrants and strategies that this group uses to cope with racism and discrimination while highlighting strengths that enable them to flourish.This chapter is guided by three theoretical perspectives aimed at providing a better understanding of the ways in which systemic discrimination and prejudice constitute racialized violence (Helms et al., 2012) and how exposure

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“…Previous research has identified a number of migrationrelated stressors or factors associated with emotional distress, such as migration regimes, trauma during migration, legal status, and language proficiency (Jurado et al, 2017;Salvo & Williams, 2017;Wolf et al, 2017). However, symptoms of mental illness can pose an additional obstacle to acquiring language skills or to obtaining legal status (Eamer et al, 2017). Although most migrants hope to improve their lives, some experience losses at various levels, such as their socioeconomic status, social (support) network, or close family ties, and they are often confronted with some forms of discrimination (Chou, 2012;Pantelidou & Craig, 2006).…”

Section: Migration-related Stressors and Distressmentioning

confidence: 99%

Migration-related emotional distress among Vietnamese psychiatric patients in Germany: An interdisciplinary, mixed methods study

Nguyen

Lanca

Hahn

et al. 2020

Transcult Psychiatry

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Culture and socialization influence how individuals perceive and express emotional distress. Research therefore, must consider the context to capture individual experiences. However, the majority of studies on factors associated with emotional distress among migrants use quantitative approaches, limiting an in-depth understanding. This study investigates emic themes of emotional distress among Vietnamese migrants by integrating anthropological and psychiatric approaches. The mixed methods study first quantified differences in reported themes of distress between Vietnamese ( n = 104) and German ( n = 104) patients, who utilized two psychiatric outpatient clinics in Berlin, Germany. Based on these differences, ethnographic interviews were conducted with 20 Vietnamese patients. In the quantitative part, differences in frequency of reported distress between Vietnamese and German patients indicate cultural and migration-related issues among Vietnamese migrants, such as the upbringing of children in a transcultural context. In the qualitative part, interviews with Vietnamese patients elicited contextualizing information and additional themes of distress. Besides commonly expressed socioeconomic themes, such as work and finances, we identified affectively charged themes concerning roles toward partnership and children. A central emic theme is expressed as “moments of speechlessness,” which go beyond a lack of language proficiency and challenge patients in different spheres of life. Migration entails complex affective dynamics, determined by a specific migratory and post-migratory context. Within this context, norms and values determine which themes of distress patients articulate openly. Therefore, an interdisciplinary, mixed-methods approach can yield a contextualized understanding of emotional distress and the complex nature of migration.

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Still on the Margins: Migration, English Language Learning, and Mental Health in Immigrant Psychiatric Patients

Cited by 5 publications

References 19 publications

Education Interrupted

Education Interrupted

Racial stress and racialized violence among Black immigrants in the United States.

Migration-related emotional distress among Vietnamese psychiatric patients in Germany: An interdisciplinary, mixed methods study

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